Behavioral MTSS Clinical Professional

Position: Behavioral MTSS Clinical Professional

Area: Behavioral MTSS Team

Reports to: Behavioral MTSS Specialist

Grade Level: PreK-8 (for 2026-2027, primarily K-5)

Job Summary

The Behavioral MTSS Clinical Professional provides leadership, support, and implementation assistance for behavioral and social-emotional programs and services designed to enhance students' educational, social, emotional, and behavioral success. The position builds staff capacity through coaching, consultation, collaboration, modeling, and professional development. The Clinical Professional also provides direct student intervention, behavioral observation, data collection and analysis, crisis-response support, and behavioral services for students with intensive needs. The position supports the District's development of consistent, proactive, restorative, and evidence-based behavioral systems aligned with a Multi-Tiered System of Supports framework. The employee works within the scope of the employee's professional license and qualifications and collaborates with appropriately licensed and endorsed personnel when services are part of a special-education evaluation, IEP, or related-service requirement.

General Qualifications

• Education and Licensure: Holds an active Illinois Licensed Social Worker (LSW), Licensed Clinical Social Worker (LCSW), Licensed Professional Counselor (LPC), Licensed Clinical Professional Counselor (LCPC), or other professional license appropriate to the assigned duties. The employee must meet the education and experience requirements associated with the applicable Illinois license.
• Experience: Successful experience working with students demonstrating social, emotional, behavioral, or trauma-related needs within an educational setting.
• Leadership: Demonstrated leadership capacity through coaching, professional learning communities, instructional leadership teams, MTSS/problem-solving teams, or related school improvement work.
• Demonstrated knowledge of:
  • Functional behavioral assessment concepts, function-based intervention planning, and the development, implementation, and monitoring of behavioral support plans.
  • Function-based intervention planning, implementation, and progress monitoring
  • Multi-Tiered Systems of Support (MTSS) for behavior and social/emotional supports
  • Evidence-based behavioral interventions and de-escalation strategies
  • Trauma-informed, restorative, and relationship-based practices
  • Child and adolescent social/emotional and behavioral development
  • Data collection, behavioral analysis, and problem-solving processes
  • Classroom behavior supports and positive learning environments
  • Collaboration with multidisciplinary teams, families, and community agencies
• Physical/Travel: Willingness to travel between schools and ability to be trained in approved District-approved crisis prevention, de-escalation, and physical safety procedures, including physical restraint techniques when applicable..

Essential Duties & Responsibilities

Assessment and Intervention

• Conducts behavioral observations, collects and analyzes behavioral data, and assists with functional behavioral assessment processes to identify factors contributing to student behavior and guide intervention planning. When an FBA is part of a special-education evaluation, IEP process, manifestation determination, or placement decision, the employee collaborates with appropriately licensed and endorsed personnel.
• Develops, recommends, implements, and monitors behavioral support plans and assists multidisciplinary teams in developing and reviewing Behavior Intervention Plans aligned with student needs, behavioral data, district MTSS procedures, and applicable special-education requirements. 
• Plans (BIPs) aligned with student needs, behavioral data, and district MTSS procedures.
• Uses behavioral observations, interviews, record reviews, screening tools, rating scales, and other data-collection methods within the employee's professional qualifications to identify student needs and support intervention planning. The employee does not independently conduct or sign special-education evaluations requiring a PEL-endorsed professional.
• Uses behavioral and social/emotional data to monitor student progress, evaluate intervention effectiveness, and support